This study aimed at investigating the relationship between the teachers\' self-efficacy on one hand and burnout as well as experience on the other hand. The sample was consisted of (192) male and female teachers in Al-Mafraq district schools. Three-way ANOVA results revealed a significant mean score differences in self-efficacy due to the main effect of the experience and burnout frequency factors. The result also revealed a significant mean score differences in self-efficacy due to all possible two-way interaction effects between experience, burnout frequency, and burnout intensity. No significant mean score differences in self-efficacy has been revealed due to burnout intensity and to the three-way interaction effect between the independent variables. One way ANOVA result revealed a significant mean score differences in psychological burnout effect of experience. The results were discussed in the context of cognitive social learning theory. (138 words).